RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Forward Planning Document Student Number: 20162809

Date of Submission: 13/05/19 Student Name: Charlotte Blacow

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PLANNING OVERVIEW – TERM
Year Level Unit Title Human development topic Jesus/ Salvation Topic

Year 3 Speak from the Heart Human Experiences Prayer

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

Students will be immersed in a unit of work that will explore the salvation topic of prayer through engaging and contextual lesson activities. The

lessons move sequentially through the key understandings to develop human experience. Week one, students are provided with multiple

learning opportunities to wonder at their feelings and God who created feelings in all people (A1, A2). They will brainstorm attributes that God

has based on his view that everything he created is good (A3).

The following lessons teach students that Jesus had feelings (B1) which will be explored through relevant scripture texts and Godly play.

Students will learn how Jesus taught people to pray and ask for what is good for them (B2). The class will join in prayer at the start of every

lesson, led by the teacher, to model to students’ different ways, times and aspects they can ask, thank or talk to God.

The next three weeks of lessons explore in detail that Jesus taught God’s family to pray (C1), the different prayers God’s family can pray (C2)

and introduces the two great commandments of Jesus to teach that he called his followers to love as he does (C3). Students will create, listen

to, and memorise prayers throughout the sequence of lessons. The last two lessons in the unit of work allows students to reflect on the

learning and gives them the opportunity to continue to wonder at their feelings, Jesus’s feelings, and the ways in which they can pray to God.
Key Understandings and Learning Points

Human person Jesus Church

A Wondering at the Creator The Promise of Christian Salvation Christian Response

C1 Jesus taught God’s family to pray

A1 Wondering at our feelings B1 Jesus had feelings
C2 Ways God’s family prays
A2 Wondering at God who created feelings B2 Jesus taught people to pray to receive
what is good from God C3 Jesus calls his followers to love as he
A3 Attribute: God sees everything as good does

C4 Continuing to wonder at feelings and ways

of praying to God

Links to General Capabilities

Numeracy ICT Critical and Ethical behaviour Personal Intercultural

Literacy Creative Thinking Competency Understanding

Religious Capabilities

Faith Hope Charity

Spiritual Capabilities

Prudence Justice Fortitude Temperance

(Right choices) (Right relationships) (Inner strength) (Moderation)
Catholic World View and Teacher Witness
Throughout the lessons there are multiple opportunities to provide personal experiences that link to the key understandings and learning

points. Teacher will describe experiences that they have had which caused them to feel joyful, excited and sadness. When I was younger, I

prayed to God that he would help my family adopt a dog that needed a good home. My Grandma visited us from Ireland and took us to the

local dog rescue where we rescued a puppy called Murphy. I felt joyful that my family was adopting a dog that did not have a home, as we

could provide a happy life full of love for Murphy. I felt a sense of joy as God had answered my prayers and provided what is good for me, my

family and Murphy. Ten years ago, my father would go away on his ship for months at a time because he was in the Navy. When the time

came to go wait on the dock for his ship to arrive home, I would feel extremely excited. My excitement would show on my face and in my body

language. My brothers and I would make him welcome home posters that we would hold up so he could see us. There are times when

everyone feels sad. I felt sad when my dad had to leave to go to sea for work. I would pray to God to look after him and ask God why he would

make my dad leave my family and me. Through talking to God, I realised that God only does what is good, which means the hard times were

tough but, when my dad was coming home, the excitement we felt made it worth going through. When teaching students about how Jesus

calls his followers to love like he does, the students will be introduced to the two great commandments of Jesus. A personal experience about

showing love to your neighbour can be given by the teacher. I was walking through Fremantle to go to the shops before my lesson at university

started. I walked past a man who was homeless and only had a ripped t-shirt and pair of shorts on. I stopped and asked the man if he would

like anything from the shops and he said that he would love some water. I told him I would be right back and went to the shops. I bought him a

jacket, long pants, socks, a scarf and beanie, sleeping bag and pillow. I also bought some bottles or water and warm food. This is an example

where I showed love in a small gesture of kindness to someone who had nothing. The teacher’s witness experience will be given throughout

the lessons where appropriate.

LEARNING AND TEACHING PROGRAM
Week Lesson 1
A1 Wondering at our
1 feelings
Introduction
Read ‘The Wrong Stone’ by
Russell Deal (see appendix
1A). Use the pocket of
stones (see Appendix 1B)
to get students wondering
about the different feelings
they show. Hold up each
stone at a time and ask
different students why
they think the stone felt
that way in the story. Get
students to share a time
that they felt that emotion
in class discussion.
Body
Students stand and find a
spot in the room. Teacher
will name a feeling and
students must move
around using their body to
display that emotion. E.g.
Sad - shoulders rolled
forward, head down, slow
walking and rubbing eyes.
Teacher explains that
people’s facial expression
and body language can
show what they feel.
Discuss that feelings
should be celebrated
because they tell us what
might be good for us or
bad for us.
Closure
Play feelings bingo as a
class (see Appendix 1C).
Lesson 2
A1 Wondering at our
feelings
Introduction
Every student will be given
a scenario card which they
have to read in the
emotion of what they role
using the Inside Out
feelings dice (see Appendix
1D).
Body
Students will be put into
six groups of five and told
what table to move to.
Each student will be given
six stones. On the table will
be different coloured
markers. The students will
create their own set of
feeling stones from the
story. They will draw the
following emotions onto
their stones and write
what it is on the back:
Happy, sad, surprised,
angry, shy and funny.
Closure
Teacher will put on
relaxing music while
students complete the
feelings reflection sheet
(see Appendix 1E).
Lesson 3
A2 Wondering at God who
created feelings
Introduction
Teacher will ask students
who they think gave them
their feelings (God).
Students will be given a
dove template (see
Appendix 1F) to write all
the emotions they know
that God has given them
inside the image.
Body
Teacher puts the following
question on the board. If
God gave us our feelings, I
wonder what God must be
like? Discuss and
brainstorm words that
describe what God is like
as a class. Create a Wordle
of words that describe
what God is like on an
iPad.
Closure
Wonder is a gift God
created in people so that
they could discover God
through everything God
has created. Wonder
causes us to stop, to look,
to feel, to smell, to listen
or to taste so that we
might better enjoy and
understand. Wonder leads
us to be curious which can
lead us to explore and to
experiment. What are you
still wondering about?
Lesson 4
A3 Attribute: God sees
everything as good
Introduction
Students close their eyes
and listen to the creation
story (see Appendix 1G).
God created the earth and
all the living creatures. He
made humans to be like
himself. When he was
finished, he looked over all
that he created, and it was
good. God sees everything
he created as good.
Body
Students will be given a
storyboard template (see
Appendix 1H) which has
the different parts of the
creation story under
picture boxes. Students
will draw the different
parts of the creation story.
Closure
Discuss what God created
that is good in the world.
How would he have felt
after looking over
everything he created?
When have you felt proud
and joyful about
something you have
created?
Lesson 5
A3 Attribute: God sees
everything as good
Introduction
Students will think/ pair/
share about why they think
God would give us
emotions? Happy feelings
allow us to discover and
enjoy everything God sees
as good. Unhappy feelings
allow us to protect
ourselves from things that
may harm us.
Body
Students will work in pairs
and be given an envelope
with different cards in it
(see Appendix 1I). They will
be given a title card of the
following emotions: joy,
anger, fear, disgust and
sadness. They will be given
pictures of the characters
from the movie Inside Out.
Lastly, they will be given a
statement that links to
each emotion. They must
sort all the cards under the
correct emotions. The class
will go through them
together to check their
answers.
Closure
The students will watch a
YouTube video called
Inside Out: Guessing the
feelings.
https://www.youtube.com
/watch?v=dOkyKyVFnSs
Evaluation and
Assessment
Lesson 1:
Use checklist to tick or dot
which emotions students
can display using body
language.
Lesson 2:
Collect emotion stone
reflection questions. Mark
and place into portfolio.
Lesson 3:
Observe students’
discussions about who they
think gave them their
feelings. Collect each
student’s Wordle to print
and put around the
classroom.
Lesson 4:
Collect students’
storyboards of their
understanding of the
creation story to mark and
place into their portfolio.
Lesson 5:
Use a checklist to record if
students were able to work
collaboratively to sort the
emotions correctly. Have
conversations with students
to judge their
understanding of how God
sees the world.
 B1 Jesus had feelings
2 Introduction
Students sit on the mat in
a circle. The teacher starts
a Godly play of the story
‘The Three Wise Men’
using a script (see
Appendix 1J). Remind
students that this time is
quiet and reverent.
Teacher will pose a wonder
question. I wonder how
Jesus would have felt
knowing he was the son of
God. I wonder how Jesus
would have felt knowing
the wise men travelled so
far to visit him.
Body
Students will be given a 3D
star template (see
Appendix 1K). They will be
asked to write five
different feelings or
emotions that they think
Jesus would have felt
looking back on the story
of the three wise men. On
the other side of the star
template they can draw a
picture to represent the
story. When their star has
been coloured in, the
students will cut it out and
stick it together to create a
3D hanging star.
Closure
Teacher will read the
different feelings students
wrote on their stars and
hang them around the
classroom.
B1 Jesus had feelings
Introduction
Teacher will start the
lesson by telling students
that Jesus always showed
his love for people
throughout the bible
stories. Students will listen
as the teacher reads ‘A
Widow’s Son’ [Luke 17:11–
17] (see Appendix 1L). I
wonder how the widow
felt when her son had died.
I wonder how the widow
felt when Jesus brought
her son back to life. I
wonder what emotions
Jesus felt. Jesus
experienced the feeling of
sadness for the widow.
Body
Students will be put into
groups of six where they
will be given the story
steps and props to role
play the story. Each child
will have a role of Jesus,
the widow, the son, two
pallbearers or the narrator.
When the students have
finished rehearsing, they
will perform their story to
the class. The teacher will
film each performance.
Closure
Students will be given a
colouring in sheet (see
Appendix 1M) that has the
four main parts of the
story. The teacher will play
relaxing music while the
student’s colour.
B1 Jesus had feelings
Introduction
Teacher will put on a
YouTube video called
Garden of Gethsemane I
Stories of Jesus Animated
Children's Bible Stories|
Holy Tales Bible Stories.
Students will discuss the
feelings Jesus must have
felt (upset, anxious and
frightened).
Body
Students will be given a
template of Jesus (see
Appendix 1N) to write at
least three things they
fear. They will share what
they wrote with a partner
and then sit on the mat.
The teacher will ensure
students know that Jesus
had feelings of fear, but he
asked God to help him. The
students will go back to
their desk and on the back
of the Jesus template they
will write a prayer that
asks God to help them
overcome their fear.
Closure
Students will be given the
opportunity to share their
prayer with the class. The
teacher will reinforce that
fear is a normal emotion
that God gave to everyone,
including Jesus. It is
important to pray to God
when we are scared and
ask him to help us through
the situation.
B1 Jesus had feelings
Introduction
The students will each be
given an iPad with the
bible app for kids open on
the screen. They will watch
and listen to the story of
Jesus comforting Martha
and Mary [John 11:33].
Students will be put into
groups of four.
Body
In their groups, the
students discuss what an
eye-witness would have
seen if they had been in
the scene when Jesus was
experiencing the feelings
expressed in the story.
Each group creates a
newspaper report (see
Appendix 1O) recounting
what they saw. These
recounts will be put
together into a class
newspaper.
Closure
The teacher will put the
class newspaper on the
whiteboard and get the
students to present their
recount by reading it to
the class. They will be
asked to justify why they
thought that the eye-
witness saw that Jesus was
expressing a certain
emotion in the story.
B2 Jesus taught people to
pray to receive what is
good from God
Introduction
God only gives what is
good for people when they
pray to him. What are
some of the ways the
world would be different if
everyone prayed to God
and became happier as
they received God?
Students will think/pair/
share and then brainstorm
their ideas on the
whiteboard as a class.
Body
Teacher will ask students
what are some of the good
things people could pray to
God for? Students will be
given a coloured piece of
paper to create their own
prayer to God about some
of the good things in life.
They may wish to thank
him for something good in
their life or to pray for
someone else. They can
draw pictures around their
prayer to make it engaging
and colourful.
Closure
The teacher will give
students the opportunity
to share their prayer with
one person in the class.
The students will listen to
some relaxing music and
can colour in mandalas to
have some quiet
meditation time.
Lesson 6:
Collect 3D stars and mark
what feelings the students
identified that Jesus could
have felt in the story of the
three wise men.
Lesson 7:
Record each student’s role
play performance of a
widow’s son and mark them
against a rubric.
Lesson 8:
Collect the work sample
Jesus templates to read and
put into each student’s
portfolio.
Lesson 9:
Collect students’ eye-
witness recounts to put into
a class newspaper. Use
sticky notes to write short
notes on the students that
were able to justify their
reasoning for a certain
feeling Jesus felt.
Lesson 10:
Teacher will collect
students’ prayers to go into
their portfolio.
 B2 Jesus taught people to
3 pray to receive what is
good from God
Introduction
God only gives what is
good for people when they
pray to him. Recap what
are some of the ways the
world would be different if
everyone prayed to God
and became happier as
they received God.
Students will consider and
brainstorm how they can
encourage other people to
pray to God about the
good in our lives.
Body
Each student will be given
a task card to create an
advertisement that tells
people about the good
things they can pray to
God about. They can
choose to create their
advertisement using the
iPad, A3 paper or to create
a video advertisement and
film themselves.
Closure
Each student will present
their advertisement to the
class and the teacher will
collect or record them to
mark.
C1 Jesus taught God’s
family to pray
Introduction
Teacher gets students to
join in saying the
classroom prayer. Students
can ask the class to pray
for something in particular,
for example their mum if
she is unwell.
Body
The teacher will read The
Lord’s Prayer to the
students (see Appendix
1P). What were the ways
Jesus prayed? What steps
did Jesus tell his disciples
to pray in? The teacher will
ask students if they
remember the different
parts of the Lord’s Prayer
that he taught. They will
write it on the whiteboard
and read through together
as a class. Students will
complete an activity in
groups called Praying as
Jesus Taught (see
Appendix 1Q). They will
match cards that show
how members of God’s
family pray as Jesus taught.
Closure
Teacher will call out a
different heading and the
students have to say what
Jesus taught. The class will
read through The Lord’s
Prayer as a class.
C1 Jesus taught God’s
family to pray
Introduction
The teacher will turn the
lights off and get students
to lay on the floor with
their eyes closed. The
teacher will read The
Lord’s Prayer (Our Father)
slowly. The teacher will
pause before repeating the
prayer.
Body
The teacher asks students
to stand up slowly and find
a space around the room.
The teacher will put on the
board a script of the prayer
with suggested
movements (see Appendix
1R). The teacher will have
different parts of The
Lord’s Prayer on pieces of
paper. They will pull out
the different parts one by
one and get students
wondering about what
they mean and what we
are asking of God when we
say the prayer. The teacher
will use a graffiti wall to
explicitly teach the
meanings and requests of
the prayer. Students will
be involved by asking and
responding to questions.
Closure
Teacher will read The
Lord’s Prayer to students
and they will draw the
symbols that the words
mean.
C1 Jesus taught God’s
family to pray
Introduction
Teacher will play the
following YouTube video of
the Parable of the Pharisee
and the Tax Collector
https://www.youtube.com
/watch?v=YWK2edNPPXE
Body
The teacher will ask the
following questions. What
did the Pharisee think
about the tax collector?
What did the tax collector
think about himself? What
are the ways today people
ask for forgiveness? How
can other people ask God
for forgiveness? The
students will be in small
groups and make puppets
of all the characters in the
story. They will rehearse a
puppet show of the
Parable of the Pharisee
and the Tax Collector. In
their presentations the
students need to
emphasise the words of
the prayer of sorrow
prayed by the tax collector.
Closure
Students will perform their
puppet shows to the class.
The teacher will ask
students why the words of
the prayer of sorrow
where so powerful.
C1 Jesus taught God’s
family to pray
Introduction
The class make the sign of
the cross. The teacher says
the Hail Mary prayer while
students listen. Teacher
asks students why Jesus
wants his followers to pray
to Mary. Graffiti wall is put
on the long wall of the
class where students can
write their ideas and
answers to the question.
Teacher reads students’
answers and discusses
them.
Body
Students stand up and
create body movements to
memorise the Hail Mary.
Teacher will put the prayer
on the board for students
to follow (see Appendix
1S). Teacher will give
students time to move
around the class to
different stations where
they will memorise the Hail
Mary prayer. They can
write it, draw it, say it or
share it with someone in
the class to memorise it.
Closure
Students will be given a
Hail Mary test sheet (see
Appendix 1T) that they
must complete
independently. It will have
missing words in the
prayer that they must fill
in.
Lesson 11:
Teacher will collect or
record each student’s
advertisement to mark.
They will be using a rubric
to assess if they were able
to come up with at least six
different good things to
pray for.
Lesson 12:
Observe students matching
the cards to different ways
Jesus taught God’s family to
pray.
Lesson1 3:
Collect the drawings the
students drew of the
symbols that represent the
words of The Lord’s Prayer.
Lesson 14:
Use a small performance
rubric to assess students on
their puppet show. Write a
comment if they used
emphasis on the words of
the prayer of sorrow.
Lesson 15:
Students will be given a Hail
Mary test sheet that they
must complete
independently. It will have
missing words in the prayer
that they must fill in.
 C1 Jesus taught God’s
4 family to pray
Introduction
The class sit in a circle and
take it in turns to answer
the following wonder
questions. I wonder where
people can pray, I wonder
when people pray, and I
wonder what symbols are
used for prayer. The
teacher will create a Y
chart on some butcher’s
paper with the three
wonder questions written
in the different parts.
Body
Students will produce their
own prayer share table
(see Appendix 1U) using
the example to help them.
Their task it to survey
people in the classroom
and then take it home to
survey as many people as
they can. They will record
data about where people
pray, the times people
pray, and symbols people
use.
Closure
The students will generate
a column graph to
represent the data they
collected. They will add to
their column graph when
they survey their family.
C2 Ways God’s family
prays
Introduction
Teacher will tell the story
of the Virgin Mary (The
Annunciation [Luke 1:26-
38] and the story of Mary
visiting her cousin
Elizabeth [Luke 1:39-45]
using a Godly play script
(see Appendix 1V). I
wonder why Mary was
chosen by God to carry
Jesus. I wonder how we
can pray to Mary.
Body
Teacher will provide
students with a small A4
canvas and an outline of
Mary (see Appendix 1W).
They will trace the outline
of Mary onto their canvas.
Students will paint yellow
light beams coming from
Mary to the edges of the
canvas and outline the
figure in a dark colour.
Students will paint the
inside of Mary a solid light
colour and, when it has
dried, they will use paint
pens to write the Hail Mary
inside.
Closure
The Hail Mary is one way
to pray to Mary. Students
will be given time to write
their own prayer to Mary.
Students can start this
while waiting for their
inside layer of paint to dry.
C2 Ways God’s family
prays
Introduction
Teacher will create a class
Padlet where students can
write how they pray using
an iPad. I wonder how
other people pray in other
religions. Teacher will
write down some idea’s
students come up with on
the board. A prayer that
God’s family can pray is
called ‘The Angelus’ (see
Appendix 1X). Teacher will
read it to the students.
Body
Using ‘The Angelus’, the
students make either a
door knob hanger or a
book mark. They can
choose which they would
like to make and will
collect their template to
cut out. They will write the
responses to ‘The Angelus’
in a way that helps them
remember the responses
of the prayer. Students will
decorate their book mark
or door knob hanger using
different medias such as
markers, pencils, coloured
card, stickers and tissue
paper.
Closure
Students will practise the
responses to ‘The Angelus’
together as a class.
C2 Ways God’s family
prays
Introduction
Class will start the lesson
by saying ‘The Angelus’
together. Students will get
out their religion journal
and write a prayer to God.
Body
Students who wish to, will
be asked to share what
they asked, thank or told
God in their prayer. I
wonder what we could tell
God in our prayers. I
wonder what we could
thank God for in our
prayers. I wonder what we
could ask God for in our
prayers. Teacher will put
Tell, Thank and Ask as
headings on the board.
Each student will have a
whiteboard marker to
write something under a
heading. Students will
either draw, write or list
the different things people
might tell, ask or thank
God for in their journals.
Closure
Students will lay on the
floor with their eyes closed
and listen to relaxing
music. They teacher will
ask students to think about
what they could tell God.
What can you thank God
for in your life? What can
you ask God for?
C3 Jesus calls his followers
to love as he does
Introduction
Students start the lesson
by saying the class prayer
that was created at the
start of the term.
Body
As a class, the students
brainstorm and list the
ways people talk to God in
everyday life. In pairs or
individually, the students
will create a concept web
(see Appendix 1Y) sharing
the different ways
members of God’s family
pray together or
individually. If students
finish early, they can
decorate their concept
web. Teacher will
introduce the notion that
Jesus calls his followers to
love as he does. Students
will be asked to write in
their journals examples
from stories they have
been told of how Jesus
showed love to his
followers.
Closure
Students will choose a
story book to read. The
stories will be about Jesus
love for his followers.
Students will
independently read a book
and then partner up with
another child in the class
to share what the story
was about.
Lesson 16:
Teacher will collect
student’s prayer share
surveys to mark. They will
be marked on their graph
and data collection table.
Lesson 17:
Use pop sticks to pull out
different student’s names to
answer the wonder
questions. Use a sticky note
to write down any students
that are struggling.
Lesson 18:
Students will take home
their book marks or door
knob hangers to memorise
the responses to ‘The
Angelus’.
Lesson 19:
Collect students’ journals to
read the prayer they wrote
to God and mark their list,
drawing or writing of the
different things people
might tell, ask or thank God.
Lesson 20:
Teacher will collect students
concept webs to mark and
record in a checklist.
 C3 Jesus calls his followers
5 to love as he does
Introduction
Teacher will ask students
to think about the five
people they love in their
life and count them on one
hand (mum, dad, siblings
or pets). Students will
share some of their
answers. The teacher will
then ask students to count
five people that they have
love towards in society
(teachers, doctors,
homeless or sick).
Body
Students will be given an
A4 collaborative pattern
sheet (see Appendix 1Z).
They must write inside the
heart the people they love
closest to them and write
five people in society they
love on each finger. They
will decorate their hand
using coloured pencils or
markers. They will cut
around the outside and
find three people in the
class to form the
completed pattern. They
will paste their hearts on a
black piece of paper to be
displayed around the
classroom.
Closure
Students will choose one
person they love and write
a paragraph in their
religion journal on the
reasons they love them.
C3 Jesus calls his followers
to love as he does
Introduction
Students will start the
lesson by getting in a circle
and tying a piece of ribbon
to the people next to
them. The class will be
joined by the ribbon and
they will say their class
prayer.
Body
The teacher will go
through each of the 10
commandments but focus
on the two
commandments of Jesus
(see appendix 2A).
Students will be in pairs
and role play different
ways they can show love to
other people (opening a
door for someone or
smiling). The pairs will
perform their example of
showing love towards
someone and the class
must discuss how it will
make the person showing
the love feel and how the
other person would feel.
Closure
Students will answer the
following questions in their
religion journals. What is
one way I can remember
to show love like Jesus by
my actions? In what ways
can I pray to help me show
love to others as Jesus
taught me?
C3 Jesus calls his followers
to love as he does
Introduction
The students brainstorm
and share ways in which
Jesus calls his followers to
express their feelings in
ways that show love. The
students share examples
for each of the following
situations:
Praying for the good of
others;
Sharing with others what
makes them happy;
Warning others about
what is harmful; and
Encouraging others to do
what will be good for
them.
Body
Students will be asked to
choose one of the
categories and construct a
comic strip drawing (see
Appendix 2B) that has
speech bubbles to
highlight phrases or words
that express their feelings
in ways that reflect love.
Closure
Students will be asked to
think and write about one
way they can show more
love to one important
person in their life. They
can use a whole page in
their religion book to write
and decorate the page
with relevant illustrations.
C4 Continuing to wonder
at feelings and ways of
praying to God
Introduction
Teacher hands out an L
chart (see Appendix 2C) so
students can write down
things they have learnt
over the unit of work.
Teacher will remind
students about the work
they have completed and
the focus topics.
Body
The teacher will spit the
class into six groups where
they will work together to
summarise everything,
they have learnt using any
of the following ways:
mural, frieze, billboard,
collage, poster, banner,
picture book or slideshow
presentation.
Closure
Students will be given a
‘Using feelings for good’
(see Appendix 2D)
reflection sheet. They will
complete the sheet
independently.
C4 Continuing to wonder
at feelings and ways of
praying to God
Introduction
Students will complete a
short Kahoot quiz to
refresh their memory on
the topics covered in the
unit of work.
Body
Students will be given a
religion test on the main
topics covered in the
program of work. The test
will be on the following
topics: Wondering at our
feelings, wondering at God
who created feelings,
attribute: God sees
everything as good, Jesus
had feelings, Jesus taught
people to pray to receive
what is good from God,
Jesus taught God’s family
to pray, ways God’s family
prays, Jesus calls his
followers to love as he
does and, lastly, continuing
to wonder at feelings and
ways of praying to God.
The test will cater for the
multiple intelligences of
the students in the class.
Closure
Teacher will play relaxing
music and students can
choose to lay on the floor
with their eyes closed or
colour in a mandala (see
Appendix 2E).
Lesson 21:
Teacher will collect
students’ paragraphs on
someone they love and
mark it against a certain
criterion.
Lesson 22:
Mark student on their role
play and the classroom
discussions.
Lesson 23:
Students will be marked on
their responses in the class
discussion and their
participation. Their comic
strip will be collected,
marked and placed into
their portfolio.
Lesson 24:
Teacher will collect students
L chart to see what they
have learnt. They will be
graded as a group on their
presentation.
Lesson 25:
Students will be given a
grade on their test after the
teacher marks it. The tests
will be put into student’s
religion portfolio.
PLANNED ASSESSMENT –

LESSON 2: A1 Wondering at our feelings

Formal Assessment: Self-Reflection Feelings Sheet

Teacher will encourage students to develop their higher order thinking skills to reflect on what emotion they feel, how they feel on the outside and inside,

and to name facial expressions of different emotions. The teacher will collect these reflection sheets to read and mark. They will mark the students’ naming

of the different facial expressions and review how the students are feeling. This assessment will provide the teacher with valuable information that tells them

how the students are feeling on the outside and inside. If students indicate that they are feeling a certain emotion, the teacher can talk to them about how

they are feeling. The self-reflection feelings sheet will be placed into each child’s religion portfolio that will be brought home to show parents at the

completion of the unit of work.